ABSTRACT

There is a worldwide proliferation of classes and programs in sign language as second and additional languages (L2/Ln) in education institutions today compared to at least a century ago. However, the status of sign languages as second and additional languages (L2/Ln) with respect to national ideology, ethnicity, and identity is problematic. The politics of L2/Ln sign language pedagogy hinges on the national language policy and planning (LPP) as these relate to minority languages in general and sign languages in particular, with effects on education and language rights for those whose dominant language is a sign language. The motivations and teaching methodologies used in L2/Ln instruction for sign languages, the history of the politics of the teaching of sign language, and the increasing opportunities for and interest in the teaching and learning of sign language by hearing people are examined. Future trends in the politics of L2/Ln sign language pedagogy are proffered.